Nagoya Institute of Technology launched a new education program, called Creative Engineering Program (CEP), which aims to produce engineers with value-creation ability and broader views and is a six-year integrated course with undergraduate and graduate courses. This article introduces structure of CEP’ s curriculum and systems to support student learning in CEP. We discuss the learning processes of students in CEP by referring the theory of self-regulated learning introduced in the research by B. J. Zimmerman6). We show that there are multiple learning processes in CEP which are characterized by the elements of self-regulated learners. We also reveal that the learning process about goal setting conducted in the first-year students in CEP has an important role for the entire program of CEP.
The Faculty of Science and Technology of Gunma University started the “students’ employability program” for first year students in 2010. This program was supported by MEXT. Classes of “career planning” and “career design” were offered for enhancement of the abilities of freshman students. The career planning was a compulsory subject and was offered in the first semester. In this class, an attitude survey was carried out via questionnaire. The data of more than 4500 students was obtained from 2011 to 2019. Students’ awareness of university selection criteria and the purpose of enrollment were investigated through the data of the questionnaire. As a result, it was found that there were many students whose enrollment intentions were not clear. An additional questionnaire survey was conducted to evaluate the effects of class. These survey results showed that the students’ awareness was improved by the “students’ employability program”.
This study focuses on the lessons for the freshman career education subject “Career Design”. This subject is characterized by the use of various techniques that promote active learning. Specifically, during each lesson, the students partake in “individual work,” “group discussions,” “individual presentations,” and “group presentations,” and they “submit 200-character reports”. In addition, students have the opportunity to do “Fermi estimates”. And they have time for “sharing experiences with current students and OBOG (alumni) ”. These activities are incorporated into lessons to stimulate the interest of freshman students in the Faculty of Engineering. A high level of satisfaction and comprehension from students were confirmed through the use of such a lesson structure. Moreover, these lessons are also highly valued as a way of improving the students’ Urakami’ s career decision-making self-efficacy.
We introduced full-scale meeting minutes into project activities by 1st year grade and found the following things. It brought drastic change in recognition by the students about the need to use the meeting minutes. The opportunities for using and the situations which feel the need to use the meeting minutes increased in case that they wrote the meeting minutes which is worth reading over. A situation that they prepare their presentation is effective to bring change in their recognition about the need to use the meeting minutes. In addition, the tendency to make a contribution to it was shown in a situation that they share information of their activities with a student who is absent from a previous meeting.
We discussed the effects and analyses of project-based education for multidisciplinary integration on first year grade in this paper. Although we have already shown our efforts at the 67th annual conference of Japanese Society for Engineering Education, we added new analytical results for team activities and free descriptions by students, discussing in more detail. The effects and advantages of project-based education for multidisciplinary integration on first year grade were indicated by the results of reflection rate for department, the questionnaires, and the analysis for the free descriptions.
C language is an important programming language to learn in the engineering field. However, for beginner students of programming, many factors are difficult to learn. One reason is that they cannot visually check the middle of the programming process. In this paper, we propose an introductory programming education using Simulink and Stateflow for new students in the National College of Technology (KOSEN). Results of questionnaire survey and semester final examination demonstrated that the proposed method has a positive effect on introductory programming education.
In recent years, a decrease in motivation of learning, has become a problem in the College of Technology. In order to resolve this problem, measures are needed from the lower grades of the higher education institutions. However, to educate both theory and actual practice at the same time for student who have less machining and processing technical skills is difficult in introductory education. In this study, we developed the experimental teaching tools for college student, using wind turbine paper model and wind turbine analysis software. The teaching tool provides the both theory and actual practice for introductory education. Currently, we are using the tools in the experiment of Mechanical Engineering first and second grade in the College of Technology.
Elctrical students at National College of Technology need to acquire the subject of Power engineering for the MCC. For the experiencing like an experiment, we developed an introductory education material based on a gaming simulation. The learning objectives of this material are to understand the 3E (Economic, Environmental, and Stable Energy Supply) and the characteristics of power generation systems that differ in each country. In this paper, the practiced result in the fifth grade lecture was shown. Also, the possibility of learning about global issues related to environmental and energy was shown.
Kagawa University and Shibaura Institute of Technology are adopted by Cabinet Office for “Interaction Promotion Project for University Students in Rural and Tokyo Area” , and implement “Feel Nice Kagawa ! The Project for Students Living in Udon-Prefecture”. In this project, “Feel Nice Artisanship in Shionoe” was conducted as a short-term educational program to cultivate human resources capable of construction and architecture. “Feel Nice Artisanship in Shionoe” is the project by the students in some universities to give them the initial education in the field of construction and architecture in Kagawa. This paper describes the practice of “Feel Nice Artisanship in Shionoe”, the initial education by students’ interaction in Kagawa, and its effectiveness from questionnaire. This program is regarded as the initial education for construction and architecture. Besides, it showed the possibility to be the initial education for local understanding and other professional fields such as policy planning.
It is necessary to have expertise in one academic field, but also there is a demand with the ability to combine and connect the knowledge and skills with other fields. Thinking about the carriers you want to be at the time of enrollment, and designing curriculum from a wide point of view, not only in one specialized field but also in courses that include other specialized fields, would be important. Our department is going to hold a career planning class that focuses on curriculum design on introductory education. This will clarify the goal of career planning for the students, and the curriculum for self-realization will be more substantial.
We have been holding robot programming workshops for children using NXT since 2008 to foster creative thinking and raise interest in engineering. Successful experiences at these workshops can be a motivator for learning programming continuously. Although devising and trying ideas in a workshop are essential, it is hard for participants to secure enough time to conceive and examine their ideas because of time limitations. Especially in our workshop, assembling NXT robots needed a fair amount of time. For this reason, we are developing ways to shorten the robot assembly time as much as possible. We are also improving the contents of the workshop so that children will enjoy programming. This paper describes the contents of our current NXT workshop, along with analyses of survey results.
Engineers are required to possess abilities to comprehensively understand and solve practical issues. To acquire such skills, practical training in problem-solving groups is generally effective. However, in group learning, some students may carry out most of the work, and the other students do nothing. Therefore, we conducted a robot programming workshop through individual and collaborative learning. Collaborative learning included tasks that each student had to complete on their own. The result showed that everyone worked hard on their tasks.
This report describes the outline of the first-year experience of liberal arts education, “Introduction to Liberal Arts” introduced to National Institute of Technology Kumamoto College in 2019, and its verified effects. This course focuses on the combination of knowledge in various fields and the use of it outside classes. Therefore, the learning targets aim for the students to “experience goals” by experiencing the subject itself, as well as for them to “improve goals” in qualities, abilities and attitudes through learning. As a result of the verification conducted at the end of the course, it became apparent that the students had high satisfaction with the subject. Moreover, the students have become conscious of applying the acquired knowledge to other situations.
Recently, developing human resources with problem-solving skills and communication skills is required in educational institutions. Therefore, collaborative learning becomes increasingly important for these institutions. In collaborative learning, “new awareness” and “reflection” tend to occur from learners’ conversations and learning activities in which they teach each other. For this reason, collaborative learning can improve the learning effect compared to individual learning. However, in small schools in the depopulated area, the number of students is low. Therefore, it is difficult for students to learn through sufficient dialogue if the number of students is small in class. So, we developed an educational program that encourages knowledge sharing between deepens students’ learning in multiple classes. This paper describes the practice of the educational program and its effects.
This paper describes how students cultivate their intellectual curiosity through the curriculum “Knowledge and Liberal Arts,” which was initiated in April 2018 using an interdisciplinary approach. The curriculum was constructed to foster intellectual curiosity with a both broad and deep understanding toward various themes. In the class students can acquire others’ viewpoints through discussion on present social problems. The questionnaire research was conducted for 460 students took this class to test the pre-post effect of the curriculum for intellectual curiosity. The result shows the statistically meaningful change in two types of intellectual curiosity between pre and post-test. Among various activities in the course, the best three which help students broaden their perspectives are thinking, discussion and research.
An educational program to foster engineering generalists started in 2012 is reported. This program is focused on the ability to draw solutions through communication with partners with different specialties. Main skills to develop are discussion, presentation and making reports developed on bases of wide-ranged knowledge of natural science and technology. They are systematically developed through peer review with checklists and personal instruction by teachers.